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SECRETARIA DO ESTADO DE EDUCAO DE MINAS GERAIS

Superintendncia Regional de Ensino de Curvelo


Acesse: pipcbccurvelo.blogspot.com

Sequncia Didtica 6
Matriz de Referncia
Questo

Gabarito

01

02

03

04

05

06

07

08

09

10

Habilidades

1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e


estabelecer alguns aspectos de suas condies de produo (o
gnero a que pertence, funo scio-comunicativa, finalidade,
suporte, autor, data e local de publicao).
4.3. - Inferir sentido a partir das caractersticas lexicais e sintticas
prprias de alguns dos tipos textuais (injunes, descries,
narraes) em gneros textuais diferentes.
1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e
estabelecer alguns aspectos de suas condies de produo (o
gnero a que pertence, funo scio-comunicativa, finalidade,
suporte, autor, data e local de publicao).
2.1. - Localizar informao especfica (scanning), de acordo com os
objetivos de leitura dos vrios gneros textuais.
11.1. - Identificar a funo scio-comunicativa e o gnero textual, o
local onde se passa o evento comunicativo e os falantes envolvidos.
6.1. - Fazer uso, nos textos produzidos, de recursos coesivos
gramaticais e lexicais, como, por exemplo, os pronomes, as
conjunes, os hipernimos, os sinnimos e os antnimos.
4.1 - Inferir o significado de palavras e expresses desconhecidas
com base na temtica do texto, no uso do contexto e no
conhecimento adquirido de regras gramaticais (flexes, posies
das palavras nas frases, tempos verbais, preposies de tempo e
lugar, advrbios de tempo, modo e lugar).
4.1 - Inferir o significado de palavras e expresses desconhecidas
com base na temtica do texto, no uso do contexto e no
conhecimento adquirido de regras gramaticais (flexes, posies
das palavras nas frases, tempos verbais, preposies de tempo e
lugar, advrbios de tempo, modo e lugar).
1.1. - Identificar (fazendo uso de skimming) o tema geral do texto
e estabelecer alguns aspectos de suas condies de produo (o
gnero a que pertence, funo scio-comunicativa, finalidade,
suporte, autor, data e local de publicao).
III. - Produzir efeitos de sentidos pretendidos pelo uso de notaes
como travesso, aspas, itlico, negrito, letras maisculas, dois
pontos e reticncias em textos de diferentes gneros.

Lngua Inglesa - WILLIAM SILVA DE PAULA

Valor

The Prince and the Pauper

CHAPTER I. The birth of the Prince and the Pauper.

K
In the ancient city of London, on a certain autumn day in the second quarter of the
sixteenth century, a boy was born to a poor family of the name of Canty, who did not want
him. On the same day another English child was born to a rich family of the name of Tudor,
who did want him. All England wanted him too. England had so longed for him, and hoped
for him, and prayed God for him, that, now that he was really come, the people went nearly
mad for joy. Mere acquaintances hugged and kissed each other and cried. Everybody took
a holiday, and high and low, rich and poor, feasted and danced and sang, and got very
mellow; and they kept this up for days and nights together. By day, London was a sight to
see, with gay banners waving from every balcony and housetop, and splendid pageants
marching along. By night, it was again a sight to see, with its great bonfires at every corner,
and its troops of revellers making merry around them. There was no talk in all England but
of the new baby, Edward Tudor, Prince of Wales, who lay lapped in silks and satins,
unconscious of all this fuss, and not knowing that great lords and ladies were tending him
and watching over him-and not caring, either. But there was no talk about the other baby,
Tom Canty, lapped in his poor rags, except among the family of paupers whom he had just
come to trouble with his presence

Activities
1- The text is:
a) Comic strip.

b)

Fable.

c)

Tale.

2- The textual type is:


a)
b)

Description.
Narration.

c)
d)

Injunction.
Dissertation.

Lngua Inglesa - WILLIAM SILVA DE PAULA

d)

Prayer.

3- The finality of this text is:


a)
b)

Tell a story.
Tell a fable.

c)
d)

Show a mood.
Tell a text.

c)
d)

In Tudor.
In Wales.

4- This text shows:


a)
b)
c)
d)

A beautiful and a rich.


A famous and a poor.
A rich and a famous.
A rich and a poor.

5- This history happens:


a)
b)

In Canty
In England.

6- In the sentence: By day, London was a sight to see, with gay banners waving from
every balcony and housetop, and splendid pageants marching along. The underlined
word can be replaced by:
a)

Roof.

b)

Home.

c)

Pauper.

d)

London.

7- In the sentence: In the ancient city of London, on a certain autumn day in the second
quarter of the sixteenth century, a boy was born to a poor family of the name of Canty,
who did not want him. The underlined word refers to:
a)
b)

The boy.
The family.

c)
d)

The city.
The autumn.

8- In the sentence: In the ancient city of London, on a certain autumn day in the second
quarter of the sixteenth century, a boy was born to a poor family of the name of Canty,
who did not want him. The underlined expression gives idea of:
a)

Sarcasm.

b)

Irony.

c)

Time.

c)
d)

London.
England.

d)

Conclusion.

9- The text was made by:


a)
b)

Mark Twain.
The Prince and The Pauper.

10- In the sentence: But there was no talk about the other baby, Tom Canty, lapped in his
poor rags, except among the family of paupers whom he had just come to trouble with his
presence The underlined pontuaction gives idea of:
a)
b)

Emphasis.
Addition.

c)
d)

Continuity.
London.

Lngua Inglesa - WILLIAM SILVA DE PAULA